Arunesh Ghosh, Annotation #3 11/15/11 What’s on Your Plate?
1. Title, director and release year?
The title of the film is What’s On Your Plate? The film is directed by Catherine Gund and was released in 2009.
2. What is the central argument or narrative of the film?
The argument centers around many of the problems in our food system but presents the material through the unique lens of two middle school students. The film explores current issues with our food system with a special focus on food distribution within schools. The film goes even further than most by suggesting solutions to the problem as well.
3. How is the argument or narrative made and sustained? How much scientific information is provided, for example? Does the film have emotional appeal?
The narrative is made and sustained through a method that is quite unique. Rather than the traditional approach of expert interviews by commentators or analysts, the film is narrated by two middle school girls, Sadie and Safiyah. This unique perspective appeals to an audience of a larger range of ages, both children and parents would be able to relate to the issues explored. Despite the young age of the main narrators of the film, there are interviews with experts interspersed throughout the film. These interviews include discussions with school superintendents and city managers along with sustainable food advocates. Because topics such as school lunches and children’s health are of high concern to parents, the film has particularly high emotional appeal to this group of viewers in particular.
4. What sustainability problems does the film draw out?
Within the context of our food system, the film details many of the shortcomings and inefficiencies that exist. One topic that was delved into in great depth is the lack of accessibility or awareness of the benefits of buying and eating locally. This rather broad issue is first introduced by a food miles map constructed by the two main characters. This simple method serves as a highly effective tool to detail the inefficiencies in modern day food transportation. The topic is then explored on different layers from production to distribution in the schools. On the production level, the children visit growers who not only grow organically but reside and distribute their crops in the city itself. The film also explores local food options such as Community-supported agriculture which is an incredible buy-local initiative. Lastly, the children interview city managers and ask crucial questions of current food programs and the possible integration of local, healthier options. At the conclusion of the film, the children are able to successfully integrate local, organic carrots in their school lunches, showing to the audience that people can indeed make a difference.
5. What parts of the film did you find most persuasive and compelling? Why?
The element of the film that I find most persuasive is the act of the children actively attempting to make a change. Many environmental films and documentaries often times simply bring to the forefront pressing issues but go no further in exploring possible solutions. This film however actively identifies a problem, explores different solutions, and succeeds in implementing them. Simply brilliant.
6. What parts of the film were you not compelled or convinced by? Why?
I was for once convinced and in a way inspired by most of the film. The only aspect I found lacking however was the lack of discussion of any possible negative aspects of CSA’s and the other options that were explored. This is understandable however since documentaries are usually intended to persuade the audience of a certain point of view on an issue rather than serve as an unbiased source of information.
7. What audiences does the film best address? Why
The film, because of its unique perspective and narration through children, appeals to a much larger demographic than more serious documentaries. The film echoes in particular with parents who are usually concerned about the well being of their children. Even more importantly, the film appeals to kids and inspires them that even they can make a change.
8. What could have been added to this film to enhance its environmental educational value?
Not much of the film addressed the meat industry aspect of our food production system. The entire film is centered on vegetables. What if one would like to purchase local poultry or beef? This question is left unanswered.
9. What kind of action points of intervention are suggested by the film. If the film itself does not suggest corrective action, describe actions that you can’t imagine being effective.
The film follows all the steps the narrators took to successfully implement a local, green option to their school meals. Steps of intervention that aree discussed in the films, include meeting with superintendents, actively searching for and identifying local grow options, along with recipes and tips on preparation of local grown foods.
10. What additional information has this film compelled you to seek out?
One of the biggest problems I realized after watching this film was not necessarily a lack of interest in buying and eating local, but rather a lack of information as to where to buy these products. This inspired me to find local grown produce in the capital area itself. I found a CSA guide within the Times Union which not only describes what a CSA isl, but also provides a list of local providers. The film also did not address any disadvantages to buying local. I discovered a blog on Associated Content highlighting some of the disadvantages to buying local. Though most of the information is pretty obvious, some tidbits, such as the fact that farmers markets and organic local produce are unregulated and uncertified, is definitely something to keep in mind.
11/15/11
What’s on Your Plate?
1. Title, director and release year?
The title of the film is What’s On Your Plate? The film is directed by Catherine Gund and was released in 2009.
2. What is the central argument or narrative of the film?
The argument centers around many of the problems in our food system but presents the material through the unique lens of two middle school students. The film explores current issues with our food system with a special focus on food distribution within schools. The film goes even further than most by suggesting solutions to the problem as well.
3. How is the argument or narrative made and sustained? How much scientific information is provided, for example? Does the film have emotional appeal?
The narrative is made and sustained through a method that is quite unique. Rather than the traditional approach of expert interviews by commentators or analysts, the film is narrated by two middle school girls, Sadie and Safiyah. This unique perspective appeals to an audience of a larger range of ages, both children and parents would be able to relate to the issues explored. Despite the young age of the main narrators of the film, there are interviews with experts interspersed throughout the film. These interviews include discussions with school superintendents and city managers along with sustainable food advocates. Because topics such as school lunches and children’s health are of high concern to parents, the film has particularly high emotional appeal to this group of viewers in particular.
4. What sustainability problems does the film draw out?
Within the context of our food system, the film details many of the shortcomings and inefficiencies that exist. One topic that was delved into in great depth is the lack of accessibility or awareness of the benefits of buying and eating locally. This rather broad issue is first introduced by a food miles map constructed by the two main characters. This simple method serves as a highly effective tool to detail the inefficiencies in modern day food transportation. The topic is then explored on different layers from production to distribution in the schools. On the production level, the children visit growers who not only grow organically but reside and distribute their crops in the city itself. The film also explores local food options such as Community-supported agriculture which is an incredible buy-local initiative. Lastly, the children interview city managers and ask crucial questions of current food programs and the possible integration of local, healthier options. At the conclusion of the film, the children are able to successfully integrate local, organic carrots in their school lunches, showing to the audience that people can indeed make a difference.
5. What parts of the film did you find most persuasive and compelling? Why?
The element of the film that I find most persuasive is the act of the children actively attempting to make a change. Many environmental films and documentaries often times simply bring to the forefront pressing issues but go no further in exploring possible solutions. This film however actively identifies a problem, explores different solutions, and succeeds in implementing them. Simply brilliant.
6. What parts of the film were you not compelled or convinced by? Why?
I was for once convinced and in a way inspired by most of the film. The only aspect I found lacking however was the lack of discussion of any possible negative aspects of CSA’s and the other options that were explored. This is understandable however since documentaries are usually intended to persuade the audience of a certain point of view on an issue rather than serve as an unbiased source of information.
7. What audiences does the film best address? Why
The film, because of its unique perspective and narration through children, appeals to a much larger demographic than more serious documentaries. The film echoes in particular with parents who are usually concerned about the well being of their children. Even more importantly, the film appeals to kids and inspires them that even they can make a change.
8. What could have been added to this film to enhance its environmental educational value?
Not much of the film addressed the meat industry aspect of our food production system. The entire film is centered on vegetables. What if one would like to purchase local poultry or beef? This question is left unanswered.
9. What kind of action points of intervention are suggested by the film. If the film itself does not suggest corrective action, describe actions that you can’t imagine being effective.
The film follows all the steps the narrators took to successfully implement a local, green option to their school meals. Steps of intervention that aree discussed in the films, include meeting with superintendents, actively searching for and identifying local grow options, along with recipes and tips on preparation of local grown foods.
10. What additional information has this film compelled you to seek out?
One of the biggest problems I realized after watching this film was not necessarily a lack of interest in buying and eating local, but rather a lack of information as to where to buy these products. This inspired me to find local grown produce in the capital area itself. I found a CSA guide within the Times Union which not only describes what a CSA isl, but also provides a list of local providers. The film also did not address any disadvantages to buying local. I discovered a blog on Associated Content highlighting some of the disadvantages to buying local. Though most of the information is pretty obvious, some tidbits, such as the fact that farmers markets and organic local produce are unregulated and uncertified, is definitely something to keep in mind.
Links
Gish, Jennifer. "CSA Guide." Web log post. Timesunion.com. Times Union, 22 Jan. 2009. Web. 14 Nov. 2011. <http://blog.timesunion.com/eatlocal/csa-guide/619/>.
May, Kristen. "Green Living: Disadvantages of Buying Local Food." Web log post. Associated Content. Yahoo, 12 Aug. 2009. Web. 14 Nov. 2011. <http://www.associatedcontent.com/article/2031440/green_living_disadvantages_of_buying_pg2.html?cat=22>.